In A White Wedding? The Racial Politics of Same-Sex Marriage, I examine the inter-locking relations of power that constitute the lesbian/gay subject recognized by the Canadian nation-state as deserving of access to civil marriage. Through analysis of legal documents, Parliamentary and Senate debates, and interviews with lawyers, I argue that this lesbian/gay subject achieves intelligibility in the law by trading in on and shoring up the terms of racialized neo-liberal citizenship. I also argue that the victory of same-sex marriage is implicated in reproducing and securing a racialized Canadian national identity as well as a racialized civilizational logic, where “gay rights” are the newest manifestation of the modernity of the “West” in a post-9/11 historical context. By centring a critical race/queer conceptual framework, this research project follows the discursive practices of respectability, freedom and civility that circulate both widely and deeply in this legal struggle. I contend that in order to successfully shed its historical markers of degeneracy, the lesbian/gay subject must be constituted not as a sexed citizen but rather as a neoliberal citizen, one who is intimately tied to notions of privacy, property, autonomy and freedom of choice, and hence one who is racialized as white. The critical race/queer analytic also attends to the temporal and spatial registers framing this legal struggle that re-install various troubling racial hierarchies in a “gay rights” project often lauded as progressive. This analysis of the discursive terrain of same-sex marriage reveals the race shadow that lies at the heart of this equality-rights struggle. The conclusion of this thesis provides reflections for developing an ethics of activism that dislodges and resists the (re)production of racialized relations of power in lesbian and gay equality rights activism. In so doing, I seek to provoke, question and re-draw the landscape of our thinking, not only about same-sex marriage but also about the terms with which we conceive, articulate and practice racial and sexual justice.

This project examines “positive change” with regard to queer/LGBTTITQetc. education-activism in Vancouver, British Columbia directed at building what has been described as “queer-friendly schools” through the development and implementation of policy, as well as activist work connected to those efforts. I employ elements of autoethnography and participatory research by documenting and analyzing my education-activist work in this context and that of others with whom I have done this work. I situate this project within the broader context of the education system and queer/LGBTTITQetc. education-activist efforts in British Columbia. In the process, I problematize what is meant by or capable of activism and “positive change.” As demonstrated in the literature review, various understandings of sexuality, gender, activism, educational leadership, and “positive change” are available to inform queer/LGBTTITQetc. education-activism. This thesis examines how these understandings sit in tension with the practicalities, limitations, and contradictions of activist engagement at the school district level of a complex, politicized public school system. My engagement with the literature, documentation of the practical work, and exploration of a number of guiding questions with the project’s participants comprise the bulk of this project.

The purpose of my thesis is to explore lesbianism in Adrienne Rich¡¦s essays and poetry. Rich has earned her reputation as a major American poet and essayist since the 1950s. Most attention has been paid to her extraordinary poems and revolutionary prose. However, the issue of lesbianism has seldom been focused on or fully discussed. Therefore, I would try to present a panoramic view on how lesbianism has been developed in Rich¡¦s works. In the first chapter, I have tried to delineate various definitions of ¡§lesbian¡¨, and formulate my own definition. Besides that, I have also introduced some theoretical perspectives of lesbianism. In the second chapter, the discussion is mainly on Rich¡¦s concepts¡X ¡§institutionalization of heterosexuality¡¨, ¡§lesbian existence¡¨ and ¡§lesbian continuum¡¨¡Xwhich were brought up in the essay ¡§Compulsory Heterosexuality and Lesbian Existence.¡¨ In the third chapter, my aim is to delineate the development of Rich¡¦s lesbian perspective in her poetry. The discussion consists of three parts: the first part covers the revelation of women¡¦s oppression; the second is stressed on the concept of androgyny; the last part will present Rich¡¦s idea that women¡¦s power should be based on close relations among women.

The purpose of this study was to identify and describe the current campus climate for gay, lesbian, bisexual, and transgender persons at Texas A&M University as perceived by the faculty, professional staff, and administration at the institution. Specifically, the study looked at differences in perceptions and behaviors based on university position, race/ethnicity, gender, sexual identity, age, and interaction with members of the sexual orientation minority. The population for the survey consisted of 5,863 individuals at Texas A&M University, including 513 administrators, 1,992 faculty members, and 3,358 professional staff members. Based on the work of Krejcie and Morgan, a random sample of each of the three employment categories was taken, which resulted in a sample of 1,020 individuals. The survey instrument used was the Assessment of Campus Climate for Underrepresented Groups, developed by Susan R. Rankin, Ph.D. A selected group of questions from the survey were analyzed in order to conduct this research. The usable response rate was 47.9%. Overall, the data supported the finding that the University does not provide a campus environment that is welcoming to all members of the community, especially those individuals who identify as gay, lesbian, bisexual, or transgender. Several statistically significant differences were found to exist among the positions of the participants, as well as race/ethnicity, age, gender and sexual identity. The research also confirmed that an individual's attitudes and behaviors toward gay men, lesbians, bisexual men and women or transgender persons were influenced in a positive manner in relation to the frequency of contact that the person had previously had with members of this population. When compared to the norms established by a similar study across the United States, Texas A&M University was found to have a more negative campus climate. Implications for practice suggest ways in which the university can work toward improving the campus climate for gay, lesbian, bisexual and transgender students. Among the suggestions are the development of new policies that create a more supportive environment and new programs to serve the needs of the sexual orientation minority and to educate the campus community. Suggestions for future research are also discussed.

Thesis (Ph. D.)--University of Massachusetts Amherst, 2009. / Open access. Includes bibliographical references (p. 331-361). Print copy also available.

Based on first-person interviews and lesbian archival documents, this thesis explores the stories of eleven white, middle-class, self-identified lesbians who were born between 1949 and 1960 and who come of age beginning in the 1970s. It traces their life trajectories and examines such themes as the coming out process as it related to family, religion, and other life events; the cultural and political environment that influenced them; their involvement in various forms of lesbian feminist political activism; their varied professional contributions, and their reflections on the future of “the lesbian” as an embodied gendered, sexual, and political identity. In documenting their narratives, my aim is to add their voices and their experiences of struggle, survival, and accomplishment to the Canadian historical canon. / Graduate / 0334 / jantrainor2010@gmail.com

This thesis reports on a small scale qualitative research project located in Aotearoa/New Zealand. The objective of the research was to understand how lesbian teachers disrupt heteronormativity in early childhood settings. The literature was reviewed nationally and internationally. It argues that heteronormativity is the main barrier preventing teachers speaking about lesbian and gay issues. Heteronormativity is a discourse that works to maintain heterosexual hegemony. As a result of this dominance, acceptance of lesbian and gay issues is still a contentious issue within Aotearoa/New Zealand early childhood settings. This study provided an opportunity for heteronormativity to be viewed solely from a lesbian teacher’s paradigm. My intention was to also examine the strategies that participants used to challenge heteronormative dominance. Participants negotiated risks to ensure that both children and adults were aware of the hegemonic view point enforced by heteronormativity. A feminist post-structuralist and queer theory paradigm was used to frame the analytical approach.

Domestic violence is considered a serious health and social problem in the United States and around the world. Annually, domestic violence costs in the U.S. are estimated at 8.3 billion dollars. Domestic violence issues first came to modern attention with the women’s movement of the 1970’s. Much of the literature focuses on domestic violence within heterosexual relationships. There has not been much attention directed towards domestic violence in the lesbian, gay, bisexual, and transgender (LGBT) community. This report reviews information about domestic violence, its causes, theories, and how domestic violence affects individuals in the LGBT community. / text

In this thesis, women who identify as both queer and Muslims living in North America tell their stories of family, religion, and home. These immigrants and first generation Westerners describe their identities in an effort to acknowledge the difficulties that can accompany being both Muslim in the diaspora in a time when religious and political tensions are aimed at the Middle East. While each has a unique life history, the participants represented here challenge assumptions about the "inherent" contradictions that are assume to exist for those who are both Muslim and queer due to constructions of Islam as sexually and socially conservative. They also offer insight into the usefulness of the current international LGBTQ movement for Muslim lesbians. Using the in-depth interviews from eight women, as well as several first-person published narratives, the aim of this research is to explore how each of these individuals to experience their identities in the diaspora.

This project examines “positive change” with regard to queer/LGBTTITQetc. education-activism in Vancouver, British Columbia directed at building what has been described as “queer-friendly schools” through the development and implementation of policy, as well as activist work connected to those efforts. I employ elements of autoethnography and participatory research by documenting and analyzing my education-activist work in this context and that of others with whom I have done this work. I situate this project within the broader context of the education system and queer/LGBTTITQetc. education-activist efforts in British Columbia. In the process, I problematize what is meant by or capable of activism and “positive change.” As demonstrated in the literature review, various understandings of sexuality, gender, activism, educational leadership, and “positive change” are available to inform queer/LGBTTITQetc. education-activism. This thesis examines how these understandings sit in tension with the practicalities, limitations, and contradictions of activist engagement at the school district level of a complex, politicized public school system. My engagement with the literature, documentation of the practical work, and exploration of a number of guiding questions with the project’s participants comprise the bulk of this project.